February 1, 2014
This paper provides a synthesis of what we know about how to improve learning outcomes. Three areas seem to be critical: (1) improved instruction; (2) strong teacher training and in-school mentoring; and (3) community engagement in learning. The paper concludes with recommendations for carrying this work forward, including ways the results could help shape the future research agenda.
Region: Global
Association between Mothers' Education and Grade Six Children Numeracy and Literacy in Kenya
January 9, 2014
The objective of the paper is to re-examine the mother–child education achievement hypothesis, by re-examining the effect of mother’s education, on math and literacy test scores of children in Kenya. Data come from the classroom Education Research Programme at the African Population and Health Research Center which was collected between January and March 2012.
Region: Kenya
Full Report - Literacy, Foundation Learning and Assessment in Developing Countries
January 1, 2014
In this paper, the authors consider the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
Region: Global
Teaching and Learning: Achieving Quality for All
January 1, 2014
The 2013/4 EFA Global Monitoring Report is divided into three parts. Part 1 provides an update of progress towards the six EFA goals. The second part presents clear evidence that progress in education is vital for achieving development goals after 2015. Part 3 puts the spotlight on the importance of implementing strong policies to unlock the potential of teachers so as to support them in overcoming the global learning crisis.
Region: Global
Evidence Brief - Literacy, Foundation Learning and Assessment in Developing Countries
January 1, 2014
In this review, the authors consider the available evidence on foundation learning and literacy in order to identify key components for intervention that are appropriate to specific cultural and linguistic contexts.
Region: Global
January 1, 2014
This impact evaluation aimed to evaluate the impact of school-based malaria prevention and enhanced literacy instruction on the health and educational achievement of school children in Kenya.
Region: Kenya
January 1, 2014
In Senegal, the NGO Associates in Research and Education for Development (ARED) initiated an intermediate bilingual education model which aims at alternately teaching in the first or native language and in French. To establish the reading skills of the students, the program first develops basic skills in reading in the national language spoken by the child, and then brings them to gradually transfer these skills into French.
Region: Senegal
Literacy and Numeracy Skills among Children in Developing Countries
January 1, 2014
This is a chapter from the publication, "Learning and Education in Developing Countries", identifies some of the foundational literacy, numeracy, and cognitive skills that children need to acquire in order to gain access to advanced educational and economic opportunities, and strategies to support these skills especially for children who are not well served by existing teaching and curricula.
Region: Global
Books that Children Can Read: Decodable Books and Book Leveling
November 1, 2013
This paper examines ways to create texts in order to provide a continuum of reading levels for the primary grades. Using these methods, texts are calibrated to start at an easy level and gradually become more difficult so that children can access books they can read from the earliest weeks of first grade onward.
Region: Global
October 11, 2013
This report summarizes main findings and lessons learned from the piloting of lot quality assurance sampling (LQAS) in the education sector in Ghana. It also suggests next steps for applying LQAS more broadly for education program monitoring.
Region: Ghana
